Assessment Being a Speaker

Key Assessment Criteria: Being a speaker A year 1 speaker

A year 2 speaker

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I speak clearly and confidently in front of people in my class.

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I can ask question to get more information and clarify meaning.

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I can re-tell a well known story and remember the main characters.

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I can talk in complete sentences.

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I can decide when I need to use specific vocabulary.

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I can hold attention when playing and learning with others.

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I can keep to the main topic when we are talking in a group.

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I can ask questions in order to get more information.

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I can start a conversation with an adult I know well or with my friends.

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I listen carefully to the things other people have to say in a group.

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I can sequence and communicate ideas in an organised and logical way, always using complete sentences.

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I vary the amount of detail and choice of vocabulary, depending on the purpose and the audience.

I can take turns when talking in pairs or a small group.

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I take a full part in paired and group discussions.

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I am aware that formal and informal situations require different language (beginning).

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I show that I know when Standard English is required and use it (beginning).

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I can retell a story using narrative language and linking words and phrases.

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I can retell a story using narrative language and add relevant detail.

I can hold the attention of people I am speaking to by adapting the way I talk.

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I can show that I have listened carefully because I make relevant comments.

I understand how to speak for different purposes and audiences (beginning).

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I can present ideas or information to an audience.

I can perform a simple poem from memory.

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I recognise that meaning can be expressed in different ways, depending on the context.

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I can perform poems from memory adapting expression and tone as appropriate.

I join in with conversations in a group.

I join in with role play.

A year 3 speaker

Key Assessment Criteria: Being a speaker A year 4 speaker

A year 5 speaker

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I ask questions to clarify or develop my understanding.

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I can engage the listener by varying my expression and vocabulary.

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I can sequence, develop and communicate ideas in an organised and logical way, always using complete sentences.

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I show that I understand the main point and the details in a discussion.

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I adapt what I am saying to the needs of the listener or audience (increasingly).

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I show that I know that language choices vary in different contexts.

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I adapt my spoken language depending on the audience, the purpose or the context.

I talk confidently and fluently in a range of situations, using formal and Standard English, if necessary.

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I can develop my ideas and opinions, providing relevant detail.

I ask questions to develop ideas and take account of others’ views.

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I explain ideas and opinions giving reasons and evidence.

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I take an active part in discussions and can take on different roles.

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I listen to, and consider the opinions of, others in discussions.

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I make contributions to discussions, evaluating others’ ideas and respond to them.

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I can sustain and argue a point of view in a debate, using the formal language of persuasion.

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I can express possibilities using hypothetical and speculative language.

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I engage listeners through choosing appropriate vocabulary and register that is matched to the context.

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I can perform my own compositions, using appropriate intonation, volume and expression so that literal and implied meaning is clear.

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I can perform poems and plays from memory, making deliberate choices about how to convey ideas about characters, contexts and atmosphere.

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I can express my point of view.

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I show that I understand the main points, including implied meanings in a discussion.

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I listen carefully in discussions. I make contributions and ask questions that are responsive to others’ ideas and views.

I can present to an audience using appropriate intonation; controlling the tone and volume so that the meaning is clear.

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I use Standard English in formal situations.

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I can justify an answer by giving evidence.

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I use Standard English when it is required.

I am beginning to use hypothetical language to consider more than one possible outcome or solution.

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I cam perform poems or plays from memory, conveying ideas about characters and situations by adapting expression and tone.

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I can perform my own compositions, using appropriate intonation and volume so that meaning is clear.

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A year 6 speaker

I can perform poems and plays from memory, making careful choices about how I convey ideas. I adapt my expression and tone.

I begin to select the appropriate register according to the context.